Georgina McMurchy-Barber has devised a unique Canadian history program for 9 to 12 year olds in the Montessori school where she teaches. According to the school structure, each level has a three year age grouping and students are generally with their teachers for the full three years. McMurchy-Barber’s class content changes from year to year building on her students' knowledge and experience base.

Each year the students cover one or two historical periods. Whenever possible, the instruction is enhanced by concrete experiences such as family interviews, veteran visits, games, pen pals, field trips, historical plays and the creation of time lines. Over the years her students have studied the Canadian Parliamentary system, French Canadian history, the Gold Rush, the Suffragettes Movement, Democracy, The Great Depression, World War I and II, Archaeology, human rights and First Nations People.

McMurchy-Barber integrates science, writing, literature, art and music into her Canadian history teaching. She has written plays -- The Dirty Thirties, Gold Fever, True Patriot Love and Headlines-- to allow her students to inhabit the past.

During the French Canadian history unit, students hosted a French Fair where students displayed their written reports along with elaborate visual presentations. Students created French history skits, learned songs, prepared French food and presented their booths to visitors. They created a dough relief map demonstrating the travel routes of Cartier and Champlain. The unit culminated in a trip to Quebec City and Montreal.

Some class trips have included a visit to the Queen Charlotte Islands to learn more about the Haida Indians, visits to polling stations, provincial and federal legislatures to round out the parliamentary studies, a trip to Barkerville to delve into the gold rush, a visit to Drumheller and Head-Smashed-In Buffalo Jump to learn about prehistory and First Nations and finally a trip to Quebec City and Montreal for French Canadian history.

This experiential learning charges students with a solid foundation of major themes in Canadian history. They leave McMurchy-Barber’s care well travelled and well-equipped to take on the next level at the Montessori school.

Canada's National History Society invited McMurchy-Barber to make a presentation at this year's conference, "Giving the Future a Past" in Winnipeg this October. Her students will perform her play "Headlines," which brings to life major historical events as recorded by the Winnipeg Free Press, a 130 year-old newspaper. After the play she will share her approach to teaching history and some useful didactic materials she has designed. Her history theme for the upcoming school year will be the Metis and Louie Riel.

Richard Beardsley epitomizes the notion of a teacher "touching the lives" of students and colleagues. He is renowned among students for caring and teaching interesting things.

He teaches the provincial curriculum creative ways using case studies, fieldwork, simulations, and issues investigations. He goes beyond the prescribed courses, and develops his own units, which stand out as examples of excellence in the teaching of Canadian history.

One unit which demonstrates Beardsley’s outstanding ability to engage his students, is a critical analysis of the Internment of Japanese Canadians during World War II. Students are involved in the study of primary documents, the analysis of bias and points of view, role playing, historical interpretation, and critical thinking. Students simulate the work of a parliamentary committee gathered for the purpose of assessing the actions of the Canadian government in 1942. These committees must read numerous articles, study source documents, photos, and newspaper clippings and apply this information to a complex matrix. This unit is of particular interest to his students.

A second unit is a model parliament in which the students re-create the federal parliament and debate bills on issues such as gun control, young offenders, or conscription. This enables students to learn the structure and function of various components of the Canadian federal government as well as to investigate issues of interest. Moreover, through debate and committee work, the students learn how parliament operates as they gain a better understanding of the roles and responsibilities carried out by the MPs.

In addition to being a classroom teacher, Beardsley is an author and curriculum developer. Many of his studies and resource packages have been published and widely distributed. Beardsley often takes positions of leadership within the Social Studies community. He took a voluntary, unpaid secondment from teaching to chair the International Social Studies Conference held at U.B.C., which involved participants from sixteen Pacific Rim countries. He was an active member of the Canadian Studies Foundation, which helped to promote and disseminate Canadian resources for Canadian history classes, and was a key architect and behind-the-scene promoter of the Teachers' Institute on Canadian Parliamentary Democracy held in Ottawa.

" Three of my children have had the privilege of having Miss Rodewoldt for their Social Studies teacher. Her knowledge of history has instilled in them a keen interest in our country's history. She has taught them to examine both sides of controversial issues Canada has encountered. This has enabled them to look at the whole picture of an issue without forming prejudicial views," states a parent.

Diane Rodewoldt is a highly effective teacher. She draws students out of their shell and motivates them to learn. The many letters of recommendation she received speak of her caring, dedication and enthusiasm. As one student states, "her classroom is an environment in which learning comes naturally and comfortably."

Rodewoldt ‘s assignments are varied and call upon different learning skills. Units include primary and secondary research; citizenship essays; complete a create a government assignment; statistics interpretation; model homestead building; poster, map and current events study. Students investigate the effect of history on geography.

Rodewoldt’s grade 8 and 10 social studies classes participate in an archaeological dig and share and interpret their findings with a grade 9 class, now taught by one of Rodewoldt’s former students. Students create posters reflecting their findings, which are hung in the library with pictures of the dig. Guest speakers are brought in to discuss the artifacts tat were found and initiate discussion about First Nations history, oral tradition and current deliberations over land claims and access to natural resources.

Rodewoldt leaves her students with a lasting appreciation for learning. Many have pursued post-secondary education.

Jackie Underhill and Kathy Farrell were distressed to find that their grade 8 Canadian Political History students found learning about Canada boring and irrelevant. Together, they re-designed their course to make Canadian History more meaningful. By using creative approaches they succeeded in captivating student interest and assisting them in learning the curriculum.

Underhill and Farrell integrate social studies with language arts, maximizing their students' exposure to history. They have developed units incorporating models, political cartoon analysis, editorial cartoon creation, history board games and debates. Technology is integrated into the unit for both direct instruction and for student assignments. Students developed a multimedia presentation Native Indian Lifestyle; Long Ago; Potlatch People in hyperstudio. They also use role plays, the Internet, CDRoms, novel studies and a variety of textbooks. Students write diaries and create historical newspapers. The diverse array of activities offered accommodates a wide range of student abilities and learning styles.

Students are expected to demonstrate a high degree of interpretation, analysis and synthesis in all elements of the units. Underhill and Farrell act as facilitators for the learning process, setting the standards, providing extensive support and assistance and serving as a "sage on the stage" during role plays. Students are even given the option of completing teacher-generated tests or creating their own.

Underhill and Kathy Farrell share their ideas and their resources with staff in the form of discussions, professional development breakfast sessions and workshops.

Rick Homan’s colleagues and students attest to the fact that he is a dedicated and enthusiastic teacher with an ongoing commitment to challenge students to excel.

Homan’s view of Canadian history is inclusive and comprehensive; qualities he has passed on to his students. His student’s work demonstrates thorough research and a high level of analysis on diverse historical topics.

In one of Homan’s teaching units, students research the platforms of local candidates running for parliamentary election. They then organize and invite the candidates to an all-party meeting including members of the local community. Students prepare informed and thoughtful questions to ask candidates at the meeting and are required to provide a debriefing document on the candidates’ positions. This assignment has contributed to students developing an interest in politics. Many have since volunteered for candidates’ campaigns, and one actually ran for parliament.

Homan’s knowledge of Canadian history is impressive and he uses that scholarship to help his students understand key questions about Canada. He shows how decisions have shaped and continue to shape Canadian History and he encourages his students to form their own views on issues.

As part of Homan’s holistic teaching approach he has developed notes to help his students write more clearly and cohesively. He is caring and supportive. He understands his students and according to many of them he has contributed to them becoming well-informed, literate citizens.

The effects of Homan’s teaching can be witnessed well beyond the classroom. He has mentors student teachers and has been involved with various curriculum and evaluation programs at the provincial level. Over the years he has encouraged students to enter essay contests on historical themes -- such as the Mathieu de Costa Awards Program -- with winning results. Students have pursued post-secondary studies in history. This attests to his ability to kindle a lasting interest in Canadian history.

Dean Stevens is a teacher/principal who uses diverse learning strategies and resources in the teaching of Canadian history. He uses creative teaching techniques and finds ways to engage his students in meaningful learning about Canada’s past. Colleagues, students and parents attest to Stevens’ commitment and effectiveness as a teacher.

He and his class organized a Canadian Historical Festival that involved students researching and role-playing a famous Canadian or locally known figure. With the aid of costumes, props and a modest set, students presented their characters to the class. The role-play was then extended to other grades. Written comments from the younger students attending the event attest to the festival's success in making Canadian history appealing and interesting. Many stated that they couldn't wait to be in grade 8 so that they too could learn more about Canadian history.

Another teaching strategy Stevens uses is a group lyric writing project. Students compose song lyrics about the experiences of the Loyalists.

Stevens’ students also create historic parliamentary scrolls that outline how the British propose to run the colony of New France. As well, they produce a colonial newspaper that includes articles, political cartoons and interviews that reflect life in Upper or Lower Canada during the period 1815-1838.

Stevens’ teaching philosophy is student-centered and reflects sensitivity as to how his students best learn. Having observed how much his students enjoy discussion, he encourages students to make connections between history and similar issues in the world today.

Mel Greif has made history come alive, not only for the students he teaches, but for the whole student body and community around Humberside Collegiate. He has a particular interest in urban historical geography, social history and in how people interact with each other and their surroundings. From the restoration of the Humberside Lismer Mural, which hangs in Humberside’s Lismer Hall, to massive commemorative stained glass panels, archival photos and student created, historically themed murals that decorate the school, the school is steeped in history.

Students in Greif's classes have an opportunity to study the local neighbourhood: Bloor West Village and The Junction. For his classes, Greif uses activities such as Confederation debates, simulations, murder-mysteries based on the Grange, Fort York and Spadina House. His students hold an 1812 picnic held at the base of the Brock Monument.

Students are encouraged to choose alternative assignments for historical research. These independent projects further enrich the school. For example, the absence of female role models in history classrooms instigated the study of women in Canadian history. A corridor of the school is now devoted to Canadian women as role models. Students work as Archivists. They paint murals. They act as history mentors/tutors in the school library. The school’s history department sponsors field study and travel to a wide variety of Canadian and American destinations.

Numerous extra-curricular activities ensure that the entire student body has a chance to experience learning the local history. Students have transformed the landscape by planting native species of plants, and "explorer" roses. One of the hillsides on the school campus has been transformed into an amphitheatre where teachers can hold classes and assemblies. Students gain a sense of empowerment and control by learning that grants are available for worthwhile activities, such as the transformation of school grounds. Greif has been successful as a fund-raiser for many years. Student committees work alongside in the process. Through the activities he has organized, Greif has instilled a strong sense of community stewardship, respect for history and awareness that everything we do today becomes history.

The Humberside History and Contemporary Studies Department is the largest teaching department in this 108 year-old classic collegiate located in the west end of old Toronto. The size of the department and its high quality of teaching is part of the success of Greif as a teacher of Canadian history and at the same time is a reflection of his unique approach to encouraging students to explore their heritage. At Humberside, there are far more student "hits" at courses in the history department than there are students enrolled in the school. This means that Humberside students return to the "trough" of history and contemporary studies many times. In fact the impact of the department is so strong that students, no matter their chosen discipline, continue their study of history, usually Canadian, at university even if only as a minor. In the light of the impact of the new curriculum thrusts in public education, where there is less teaching time available for the humanities, this is indeed a singular achievement. The entire department takes its role as proponents of an appreciation for our common experience very seriously.

Jan Beaver is an innovative, enthusiastic teacher who is also a skilled author and storyteller. Beaver's background as an Ojibwa member of the Alderville First Nation has provided her with many opportunities to bring aboriginal traditions and values to her work as a teacher. She is firmly committed to aboriginal education initiatives and raising the level of knowledge and understanding of aboriginal history and culture.

Throughout her teaching career, Beaver has taught aboriginal history to students, teachers and teacher candidates. She feels that it is only when teachers are comfortable with their knowledge and understanding of this history that they become comfortable teaching it to their students. She has initiated many teaching projects related to the history of aboriginal people in Canada including Voices of Our Ancestors, a project in which grade 6 students interview an elder and then create a book telling that person’s story. In Our Voices, another teaching unit, students explore cultural values and study media literacy to learn about the issues facing today’s aboriginal people.

Beaver’s is currently teaching at Forest Valley Outdoor Education Centre in the Toronto District School Board where her expertise in aboriginal history, culture and world view is being put to good use. In 1998 and 1999, Beaver took a year's leave of absence from the classroom to develop and teach aboriginal workshops in schools throughout Ontario. She has also written two curriculum documents dealing with Aboriginal peoples. "Aboriginal Voices Then and Now" published in 2000 won the Anti-Bias Curriculum Development Award from the Elementary Teachers' Federation of Ontario. "The Learning Circle Curriculum Support Document" is being published in 2001 by the Elementary Teachers’ Federation of Ontario as a teacher support document to The Learning Circle published by the Department of Indian Affairs and Northern Development.

Dalia Naujokaitis is an innovative teacher who has pioneered an experimental Internet-based curriculum for grades 4-6. She uses project-based learning to investigate local, national and international issues, community histories and cultural differences. Her students are challenged not only to learn but to publish their discoveries on the web as a resource for others. The web-based projects allow students to become proficient in researching and writing while they develop skills in design and information technology.

Naujokaitis and her students have created and continue to maintain more than a dozen educational websites. Naujokaitis’ students have researched the festivals, history, lock system and wildlife of the Rideau Canal and created an interactive website called The Rideau Canal: Ottawa's Community Waterway. To create One Spirit, Many Gifts: Leadership in the City of Ottawa, students interviewed the local leaders of the city of Ottawa. For Ottawa - A Capital for All they gathered information on the history, culture, economy and geography of our nations capital. Their on-line projects have gained both national and international recognition from SchoolNet, Cyberfair, Childnet International and the International Society for Technology in Education.

Naujokaitis has also taken her students from the local to the national and world level in social studies, and from observation to action. With her help they have organized national and international, Internet-based learning projects with participants from over twenty countries, such as One World, Many Rights, or Students Against Landmines or I Have a Dream-Bridging Diversity, Building Peace.

The project-based program integrates the Internet as a research, problem-solving and communication tool and provides students with opportunities to use diverse primary sources such as direct observation, interviews, oral histories, diaries, letters, original documents, pictures or artifacts, eye-witness newspaper accounts, raw film footage and other archival materials to apply critical thinking.

"Cette activité m'a permis de transmettre l'enthousiasme, le goût de la recherche et plus important encore, la curiosité et l'intérèt des élèves pour leur pays. J'ajouterai la fierté du savoir, du travail bien fait, lorsqu'ils atteignent les finales, les honneurs." Yolande Amyot

Three teachers from l'Ècole secondaire Beaulieu have developed an excellent project called l'Exposition de Sciences Humaines, a unique interdisciplinary project that is igniting a passion for history in their students. The team is comprised of Yolande Amyot (teacher of history of Canada and Quèbec); Isabelle Paquet, (geography); and Paul-André Boudreau, (Canadian economics).

The research project involves the students of histoire nationale from October to April. Students form groups of three to four and select an historic topic that they research for several months. The project culminates in the creation of elaborate kiosks that feature their findings. Students dress in appropriate costume, create an atmosphere that is typical of the period, and present their project to visitors that include parents and students from l'Ècole Beaulieu and neighbouring schools.

Among the many topics selected by the students last April were Les Acadiens, The Rebellion of 1837-1838 in Lower Canada, the history of Canadian currency, The Iroquois, Women and feminism in Quebec.

The process is broken into seven steps -- formation of group and selection of topic, creation of overview, production of time line and work plan, research, submit findings, submit research paper, and create exhibit.

Once the project is written, a thirty to fifty page paper, the teams dedicate several weeks to create the exhibits. This year, fifty four kiosks were involved. A team of judges comprised of senior students who have participated in the Exposition in past years assign marks and presents commemorative plaques and medals to the deserving students.

The Exposition des Sciences humains allows students to gain a deep appreciation of Canadian history while they hone their research skills. The kiosks provide all students with an opportunity to apply themselves and explore their intellectual, social, creative and physical talents.

La connaissance de l'histoire permet de dèvelopper le sentiment d'appartenance à une nation tout en favorisant le sense critique qui mène à une plus grande objectivité dans l'analyse des événements de l'actualité contemporaine." Jean Lèger

Jean Lèger believes that all students should have a background in Canadian history as a critical component to citizenship building.

Lèger is known for making Canadian history more appealing and accessible to his students through the use of information technology. He created Jeu-questionnaire Nouvelle-France/Canada -- an extensive on-line history quiz containing ten interactive activities and three hundred multiple-choice questions. Under his instruction, students participate, and consistently perform well in the Concours Histoires croisées, a franco-québécois history Web site contest. Some of the internet projects created by Lèger‘s students include Le monarque et le tulipier, an on-line story tracing the transportation of Canadian flora to France in the 17th century; Opèration Juno, an adventure story of soldiers debarking at Normandie; and Index spatio-temporel canadien, a Web site containing internet addresses and sites pertaining to Canadian history.

Lèger’s contemporary approach to teaching reaches its target and beyond as noted by his principal "The production of the jeu-questionnaire en Histoire du Canada on the school's internet site is a remarkable tool that promotes the educational success of our students and even promotes an interest in Canadian history among parents."

Outside of the classroom, Lèger has developed new approaches to traditional museum visits for the Groupe de recherche en étude muséale de l'université du Québec à Montréal. As well, he frequently contributes his expertise to the Musée David M. Stewart and Micro-Intel, an educational cd-rom developer.

Lèger views parents as another essential resource in his teaching. He invites them to contribute their experience and knowledge during field trips and extra curricular activities. Each year his students participate in several trips to museums and abroad.

When students leave Ken MacDonald's class they are living and breathing the history of Louisbourg. He integrates the study of this local historic site into language arts, health, geography, science, comparative music and of course, social studies.

In the Fortress of Louisbourg unit, students write reports on life in the Fortress in the 18th Century. They explore differences between the classes and study relations between the local French and Mi'kmaq. Students are also asked to compare the way of life in Louisbourg in the 18th Century to the way of life today. This comparison is reinforced by many field trips to local fish plants, coal mines and museums. The study of the Fortress of Louisbourg is interwoven with the study of the local history in the Mira River area.

MacDonald’s students create a board game depicting the sieges of the Fortress. In groups, students conduct research using print material such as, Louisbourg: An Eighteenth Century Town (co-authored by MacDonald). The board games cover such topics as the role of the Mi'kmaq in Louisbourg, social classes in both English and French societies and their effects on the military. Students also plan battle strategy that includes the questions of which batteries to attack or defend and how to incorporate naval support. Students also have access to computers so that they may use The Fortress of Louisbourg CD-ROM as a research tool.

Recently MacDonald has been focusing his energies on integrating new technologies into the study of history. Students created a power point presentation on Jost House, a historical building in downtown Sydney. The final product was submitted to the Cape Breton Victoria Regional School Board's Heritage Fair. The staff of Jost House happened to see the show at the Heritage Fair and were so impressed that they requested to use it as a part of their permanent display.

MacDonald is a proven leader, not only for his students, but also for his colleagues. He was a previous member of the Cape Breton District Junior High Social Studies Curriculum Committee. He has represented his school board on the Nova Scotia Department of Education committee that was given the mandate to revise the grades 4-6 Social Studies curriculum. He is also a mentor teacher for staff in the use of technology in the classroom.